A Study on the Allocation of Teaching Support Personnel and Learning Completion Rate in Online Education Platforms

Abstract

The learning completion rate of online education platforms is influenced by the service capabilities and response efficiency of teaching support personnel. This study analyzes the relationship between the allocation structure of teaching support personnel and the learning completion rate. Based on 18 consecutive months of operational data from an online education platform, the sample includes 124 courses, 312 teaching support personnel, and the learning records of over 98,000 learners. Support personnel allocation is characterized by the teacher-student ratio, average response time, and support frequency, while learning outcomes are measured by course completion rate and test pass rate. A generalized linear model is used to analyze the impact of allocation variables on learning outcomes. The results show that a 10% reduction in average response time increases the course completion rate by approximately 3.8 percentage points. These findings provide empirical evidence for optimizing the teaching support system of online education platforms.